Design principles for learning analytics information systems in higher education

Nguyen, Andy; Tuunanen, Tuure; Gardner, Lesley A.; Sheridan, Don

doi:10.1080/0960085x.2020.1816144

Cited by 69 publications

(58 citation statements)

References 88 publications

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“…DLAIS framework could be used to either analyzing an existing LAIS or guide and support the design of a new one. Since the design, development, and implementation of a LAIS is a complicated process involving various skills and knowledge from multiple disciplines such as education, information systems, software engineering, and data science [9,26], an explicit model of key constructs for a LAIS is essential. Accordingly, DLAIS informs the main constructs in each design phase to the research team.…”

Section: Discussionmentioning

confidence: 99%

“…The incorporation of the DSR perspective in the construction of DLAIS allows IS researchers for convenient adoption of the framework to both develop an effective LAIS and report a vigor DSR study. Although previous studies have demonstrated the potential of LA for transforming education, there has been little attention paid to the design and implementation of IS with LA capabilities [26]. As a result, the study attempts to propose essential guidelines and a unified framework in hope of that educational IS researchers can unite the forces with the learning scientists and other research communities to push the LA agenda forward This conceptual study responds to the recent calls to perform theory-based LA research [10,19] and to support the application of learning analytics in higher education [18,24].…”

Section: Discussionmentioning

confidence: 99%

“…In the evaluation, the teacher reported that the designed LAIS was useful to support them in teaching and assessing lecture content. The evaluation through the implementation of the system also led to the development of the design principles for LAIS that we reported in another study [26].…”

Section: Application Of Dlaismentioning

confidence: 92%

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A Framework for Designing Learning Analytics Information Systems

Nguyen¹,

Wandabwa²,

Rasco³

et al. 2021

Proceedings of the Annual Hawaii International Conference on System Sciences

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Learning analytics offers new opportunities in higher education, yet the design and development of educational data analytics are facing several challenges. There is a paucity of research and guidance supporting researchers and developers when it comes to designing, developing, and implementing learning analytics information systems in higher education. Hence, this study proposes a comprehensive conceptual framework for designing learning analytics information systems incorporating both computational and educational aspects. The framework provides systematic support for learning analytics researchers and designers. It is constructed based on the process and critical dimensions of learning analytics and instructional systems design. By applying the framework to analyze a previously published study, we provide a better understanding of its key qualities. Furthermore, the application of the framework to design a new learning analytics information system provides forward engineering support.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

A Framework for Designing Learning Analytics Information Systems

Nguyen¹,

Wandabwa²,

Rasco³

et al. 2021

Proceedings of the Annual Hawaii International Conference on System Sciences

Self Cite

View full text Add to dashboard Cite

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“…The first application case is a paper by Nguyen et al [19] which is a very recent DSR paper published in the European Journal of Information Systems (EJIS) in the year 2020. The goal of the paper is to develop "design principles for learning analytics information systems to establish a foundation for further development and implementation of learning analytics to support learning and teaching in higher education" [19, p. 1].…”

Section: Application Casementioning

confidence: 99%

Conceptualizing Design Knowledge in IS Research – A Review and Taxonomy of Design Knowledge Properties

Dickhaut¹,

Janson²,

Leimeister³

2022

Proceedings of the Annual Hawaii International Conference on System Sciences

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Design science projects are of great interest in information systems (IS) research. Typically, designoriented projects generate valuable design knowledge through the design and possible instantiation of artifacts. Although designing novel artifacts and accumulating design knowledge is common practice in IS, there is still limited shared knowledge about the distinctive characteristics of design knowledge to facilitate its accumulation. To address this issue, we develop a design knowledge taxonomy and contribute to a deeper understanding of design knowledge properties. The taxonomy is grounded on a systematic literature review, followed by a combination of empirical-to-conceptual and conceptual-to-empirical iterations. We evaluate the taxonomy by interviewing six domain experts and demonstrate its practical application and utility. Thus, the taxonomy consists of key dimensions and characteristics of design knowledge and contributes to a better scientific understanding of its characteristics. Practitioners can use the taxonomy as an instrument to further understand, design, and accumulate design knowledge.

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“…In order to support the educational process and take into account the individual educational trajectory, information systems of learning analytics are used. With their help, teachers can update educational content within the academic discipline in accordance with the students' learning outcomes [15]. Another type of information systems can use the results of assessments (exams, credits) to form a student rating according to different criteria [16].…”

Section: Introductionmentioning

confidence: 99%

Information System for the Formation of Students' Individual Educational Trajectory

Шаров¹,

Lubko²,

Lomeiko³

et al. 2021

Proceedings of the 1st International Conference on Education, Humanities, Health and Agriculture, ICEHHA 2021, 3-4 June 2021, R

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The article deals with the development of a multi-user information system for the formation of students' individual educational trajectory; it describes the main functional capabilities of the electronic resource. It is noted that a competence approach and individual educational trajectories allow taking into consideration the individual learning features and interests of students; they prepare them better for future professional activities. The use of information systems affects the effectiveness of managerial, educational, and administrative processes. The authors analyze the areas where information systems can be used in higher education institutions. The functional capabilities of the information system for the formation of students' individual educational trajectory are considered. The information system works in the "administrator" and "student" modes; it allows forming an individual curriculum plan for the student, to store official information on students and teachers, as well as curricula on various specialties, and to make reports according to different criteria. In future, it is planned to add the types of users who have different rights to enter and view information.

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Design principles for learning analytics information systems in higher education

Cited by 69 publications

References 88 publications

A Framework for Designing Learning Analytics Information Systems

A Framework for Designing Learning Analytics Information Systems

Conceptualizing Design Knowledge in IS Research – A Review and Taxonomy of Design Knowledge Properties

Information System for the Formation of Students' Individual Educational Trajectory

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